S. Panja, Atanu Banerjee, Kamal Krishna De, Ajay Singh
The massive open online course (MOOC) and online learning concepts have received a lot of attention from educational stakeholders all around the world as a result of COVID-19. Initial studies demonstrated that people may use MOOCs as a tool for academic and professional advancement. This micro-study was conducted at two adjacent national higher educational institutions (HEIs) in India as case study sites (CSS) to learn more about the attitude of the students and faculties there. The research strategy used for the study was a mixed-method approach. To collect data, a tool that was created by the researchers was used. There was a type of atypical relationship between the institutions and the professionals. Comparing CSS2 students and CSS1 teachers to their peers from other institutions, it was discovered that they both displayed more optimistic attitude. The attitude of all four groups were discovered to be favorable. The study served as an example of some educational ramifications in the neighborhoods. Received: 9 June 2022Accepted: 15 April 2023
{"title":"The attitude of students and teachers towards MOOC usage for their academic and professional development: A comparative study of two case study sites","authors":"S. Panja, Atanu Banerjee, Kamal Krishna De, Ajay Singh","doi":"10.18543/tjhe.2481","DOIUrl":"https://doi.org/10.18543/tjhe.2481","url":null,"abstract":"The massive open online course (MOOC) and online learning concepts have received a lot of attention from educational stakeholders all around the world as a result of COVID-19. Initial studies demonstrated that people may use MOOCs as a tool for academic and professional advancement. This micro-study was conducted at two adjacent national higher educational institutions (HEIs) in India as case study sites (CSS) to learn more about the attitude of the students and faculties there. The research strategy used for the study was a mixed-method approach. To collect data, a tool that was created by the researchers was used. There was a type of atypical relationship between the institutions and the professionals. Comparing CSS2 students and CSS1 teachers to their peers from other institutions, it was discovered that they both displayed more optimistic attitude. The attitude of all four groups were discovered to be favorable. The study served as an example of some educational ramifications in the neighborhoods. \u0000Received: 9 June 2022Accepted: 15 April 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41672438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The papers in this Edition of the Journal comprise nine papers, of which three are related to the COVID-19 pandemic. Together, the papers address the perceptions and experiences of students and their teachers, demonstrating where the views/conceptual understandings of students and their teachers align, where they do not and where stress factors have had an impact. The papers reflect a varied range of participant countries both in terms of the authors, but perhaps more importantly the study sites (Cuba, The Czech Republic, Germany, India, Mexico, Philippines, Slovakia, Spain, and Turkey). Similarly, the programmes of study included Engineering, Mathematics, Tourism, foreign languages, social sciences, and education.Consequently, the methodologies and methods are appropriately diverse, ranging from social network theory, mixed methods, qualitative research complex statistical analyses, evaluation scales like COPE, Hedperf, student evaluations of teaching, student engagement, and Sojkin’s instrument to evaluate the influences upon first- and second-generation university students. The authors have also generated some very informative literature reviews outlining the evidence base and the related conceptual and theoretical issues in their respective fields. While some studies had small samples, their findings may have important feedback for local educational service improvement, even if generalizability could not be claimed, readers may find utility in face validity. The papers also remind us that educational research is challenging, whether in the handling of small cohorts, the complexity of the issues under study or the application of sophisticated measuring tools. None the less, evaluation, audit, practitioner research or large scale studies are all necessary activities if we are to improve our understandings of (1) ourselves as educators/researchers; (2) our students with their motivations, interests and capabilities; (3) the system infrastructures that hinder or support the educational endeavours; and of course, (4) the efficacy of the pedagogies for a given cohort, in a specific programme in a cultural context.
{"title":"Introduction","authors":"M. Gobbi","doi":"10.18543/tjhe.2749","DOIUrl":"https://doi.org/10.18543/tjhe.2749","url":null,"abstract":"The papers in this Edition of the Journal comprise nine papers, of which three are related to the COVID-19 pandemic. Together, the papers address the perceptions and experiences of students and their teachers, demonstrating where the views/conceptual understandings of students and their teachers align, where they do not and where stress factors have had an impact. The papers reflect a varied range of participant countries both in terms of the authors, but perhaps more importantly the study sites (Cuba, The Czech Republic, Germany, India, Mexico, Philippines, Slovakia, Spain, and Turkey). Similarly, the programmes of study included Engineering, Mathematics, Tourism, foreign languages, social sciences, and education.Consequently, the methodologies and methods are appropriately diverse, ranging from social network theory, mixed methods, qualitative research complex statistical analyses, evaluation scales like COPE, Hedperf, student evaluations of teaching, student engagement, and Sojkin’s instrument to evaluate the influences upon first- and second-generation university students. The authors have also generated some very informative literature reviews outlining the evidence base and the related conceptual and theoretical issues in their respective fields. While some studies had small samples, their findings may have important feedback for local educational service improvement, even if generalizability could not be claimed, readers may find utility in face validity. The papers also remind us that educational research is challenging, whether in the handling of small cohorts, the complexity of the issues under study or the application of sophisticated measuring tools. None the less, evaluation, audit, practitioner research or large scale studies are all necessary activities if we are to improve our understandings of (1) ourselves as educators/researchers; (2) our students with their motivations, interests and capabilities; (3) the system infrastructures that hinder or support the educational endeavours; and of course, (4) the efficacy of the pedagogies for a given cohort, in a specific programme in a cultural context.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45195550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Bezanilla, Héctor Galindo-Domínguez, Lucía Campo, Donna Fernández-Nogueira, Manuel Poblete Ruiz
Critical thinking is a key competence in higher education. However, little is known about the conception that students have of this competence. This study aims to analyze what university students understand by critical thinking and if these conceptions agree with those of university teachers analyzed in a previous study. A total of 263 participants took part in the study. The findings reveal that students tend to consider critical thinking as a competence related to reasoning/arguing and questioning/asking oneself. Also, that students’ conception about critical thinking differs from that of teachers. Whereas students tend to consider critical thinking as related to reasoning/arguing, questioning/asking oneself and, to a lesser extent, to acting/compromising. Teachers, on the other hand, tend to consider critical thinking as related to analyzing/organizing and evaluating. No significant differences were found regarding students’ gender and academic year. These results highlight the importance of considering students’ views when designing the curricula and the learning activities to develop students’ critical thinking. Received: 30 June 2022Accepted: 6 March 2023
{"title":"Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception","authors":"M. Bezanilla, Héctor Galindo-Domínguez, Lucía Campo, Donna Fernández-Nogueira, Manuel Poblete Ruiz","doi":"10.18543/tjhe.2515","DOIUrl":"https://doi.org/10.18543/tjhe.2515","url":null,"abstract":"Critical thinking is a key competence in higher education. However, little is known about the conception that students have of this competence. This study aims to analyze what university students understand by critical thinking and if these conceptions agree with those of university teachers analyzed in a previous study. A total of 263 participants took part in the study. The findings reveal that students tend to consider critical thinking as a competence related to reasoning/arguing and questioning/asking oneself. Also, that students’ conception about critical thinking differs from that of teachers. Whereas students tend to consider critical thinking as related to reasoning/arguing, questioning/asking oneself and, to a lesser extent, to acting/compromising. Teachers, on the other hand, tend to consider critical thinking as related to analyzing/organizing and evaluating. No significant differences were found regarding students’ gender and academic year. These results highlight the importance of considering students’ views when designing the curricula and the learning activities to develop students’ critical thinking. \u0000Received: 30 June 2022Accepted: 6 March 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44406231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jaime Prieto, Rocío Guede-Cid, Ana I. Cid-Cid, Santiago Leguey
Purpose: This exploratory study examined major increases in teachers’ performance evaluations and their immediate impact on next year’s score for those instructors that taught the same subject for at least two years in a row. The purpose was twofold. Firstly, to identify those Student Evaluation of Teaching (SET) survey items associated with major increases in teacher evaluations. Secondly, to examine if there is evidence of the use of these SET results by instructors to improve their teaching.Design: The sample comprised SET survey ratings from one university over a five consecutive year period, for a total sample of 13,052 teacher evaluations and 3,893 teachers-subject observations under analysis. Frequency tables and Student’s t-test were used for analysis.Findings: The results highlighted the three SET survey items captured by the dimension of teaching methodology as those most closely related to major increases in teacher evaluations. Regarding the second objective, the results show no generalised response from teachers who experience major increases in SET ratings. This suggests that the use of SET results is either limited or does not have an immediate measurable effect on student satisfaction.Originality/Value: To the best of our knowledge, this was the first study to specifically examine major increases in teachers’ performance evaluations and their immediate impact on next year’s score based on evidence from SET surveys. Received: 22 December 2021Accepted: 26 February 2023
{"title":"Major increases in teachers’ performance evaluations: Evidence from student evaluation of teaching surveys","authors":"Jaime Prieto, Rocío Guede-Cid, Ana I. Cid-Cid, Santiago Leguey","doi":"10.18543/tjhe.2299","DOIUrl":"https://doi.org/10.18543/tjhe.2299","url":null,"abstract":"Purpose: This exploratory study examined major increases in teachers’ performance evaluations and their immediate impact on next year’s score for those instructors that taught the same subject for at least two years in a row. The purpose was twofold. Firstly, to identify those Student Evaluation of Teaching (SET) survey items associated with major increases in teacher evaluations. Secondly, to examine if there is evidence of the use of these SET results by instructors to improve their teaching.Design: The sample comprised SET survey ratings from one university over a five consecutive year period, for a total sample of 13,052 teacher evaluations and 3,893 teachers-subject observations under analysis. Frequency tables and Student’s t-test were used for analysis.Findings: The results highlighted the three SET survey items captured by the dimension of teaching methodology as those most closely related to major increases in teacher evaluations. Regarding the second objective, the results show no generalised response from teachers who experience major increases in SET ratings. This suggests that the use of SET results is either limited or does not have an immediate measurable effect on student satisfaction.Originality/Value: To the best of our knowledge, this was the first study to specifically examine major increases in teachers’ performance evaluations and their immediate impact on next year’s score based on evidence from SET surveys. \u0000Received: 22 December 2021Accepted: 26 February 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47465998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The number of enterprises in the service sector is increasing with the time and the market for service sector is expanding. Universities as higher education institutions were affected by these developments in the service sector and have included providing quality service to their internal and external stakeholders as their top priority. Providing quality service in a university affects the satisfaction of students, who are among the most important stakeholders, their intention to suggest university to potential students and to visit after graduation. Hedperf scale was used to measure the service quality at universities and various institutions in different countries. The construct validity of the Hedperf scale was investigated according to the student perceptions at a university in Turkey and it was found with exploratory factor analysis (EFA) that service quality dimensions were classified into four dimensions - academic, non-academic, reputation, and access. Among these dimensions, the effect of academic, reputation and access dimensions on satisfaction, suggestion, and behavioral intention for visiting after graduation was determined, while the effect of non-academic dimension was not determined. Service quality dimensions explain approximately 31% of the variability in overall satisfaction. Access affects satisfaction at the level of β = .322, which is more than other dimensions. It was determined that the service quality dimensions explained 17% of the behavioral intention to “visit the university after graduation” and the effect of access (β = .264) among these dimensions was higher than the other dimensions. University service quality dimensions explain 23% of the intention for “suggest the university to potential students”, and it was determined that the reputation dimension has the strongest effect (β = .367). The research explores the link between service quality and satisfaction, suggestion, behavioral intention and determines the construct validity of the scale developed in a foreign culture. Received: 22 March 2022Accepted: 16 January 2023
{"title":"The assessment of service quality effect in higher education sector on satisfaction, suggestion, and behavioral intention of university students: The case of Turkey","authors":"Esen Gürbüz, Muhammet Bayraktar","doi":"10.18543/tjhe.2403","DOIUrl":"https://doi.org/10.18543/tjhe.2403","url":null,"abstract":"The number of enterprises in the service sector is increasing with the time and the market for service sector is expanding. Universities as higher education institutions were affected by these developments in the service sector and have included providing quality service to their internal and external stakeholders as their top priority. Providing quality service in a university affects the satisfaction of students, who are among the most important stakeholders, their intention to suggest university to potential students and to visit after graduation. Hedperf scale was used to measure the service quality at universities and various institutions in different countries. The construct validity of the Hedperf scale was investigated according to the student perceptions at a university in Turkey and it was found with exploratory factor analysis (EFA) that service quality dimensions were classified into four dimensions - academic, non-academic, reputation, and access. Among these dimensions, the effect of academic, reputation and access dimensions on satisfaction, suggestion, and behavioral intention for visiting after graduation was determined, while the effect of non-academic dimension was not determined. Service quality dimensions explain approximately 31% of the variability in overall satisfaction. Access affects satisfaction at the level of β = .322, which is more than other dimensions. It was determined that the service quality dimensions explained 17% of the behavioral intention to “visit the university after graduation” and the effect of access (β = .264) among these dimensions was higher than the other dimensions. University service quality dimensions explain 23% of the intention for “suggest the university to potential students”, and it was determined that the reputation dimension has the strongest effect (β = .367). The research explores the link between service quality and satisfaction, suggestion, behavioral intention and determines the construct validity of the scale developed in a foreign culture. \u0000Received: 22 March 2022Accepted: 16 January 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41528381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The papers in this Edition of the Journal comprise six ‘general papers’ and six in the COVID-19 section. Together, the papers clearly illustrate our theme Perspectives, stakeholders, and competences. While the papers comprising the general part of this Edition represent a diverse range of countries (Brazil, Iran, Spain, Turkey), there are some common themes. One cluster of papers is concerned with student outcomes or the professional competence of teacher trainees. The other cluster is interested in aspects of university strategy, whether financial or related to the university mission. The papers challenge us to consider the benefits of stakeholder engagement and multiple perspectives on policies, strategies, student or professional outcomes with their respective definitions, and specific educational interventions. Consequently, the methodologies and methods are appropriately diverse, involving bibliometric analysis, qualitative analysis (grounded theory, content, and textual analysis) the use of digital tools and statistics. From a theoretical lens, we encounter concepts such as parallax, historical and contemporary worldviews on education and the various philosophies on the nature of the university. Within a socio-political framework, we are introduced to the nuances of national government policies and their country-based impact that is shaped by local cultural traditions in education and attitude. Despite the range of topic, context and methods, each paper demonstrates a commitment to improving educational practice, research and student or staff experience.
{"title":"Introduction","authors":"M. Gobbi","doi":"10.18543/tjhe.2599","DOIUrl":"https://doi.org/10.18543/tjhe.2599","url":null,"abstract":"The papers in this Edition of the Journal comprise six ‘general papers’ and six in the COVID-19 section. Together, the papers clearly illustrate our theme Perspectives, stakeholders, and competences. While the papers comprising the general part of this Edition represent a diverse range of countries (Brazil, Iran, Spain, Turkey), there are some common themes. One cluster of papers is concerned with student outcomes or the professional competence of teacher trainees. The other cluster is interested in aspects of university strategy, whether financial or related to the university mission. The papers challenge us to consider the benefits of stakeholder engagement and multiple perspectives on policies, strategies, student or professional outcomes with their respective definitions, and specific educational interventions. Consequently, the methodologies and methods are appropriately diverse, involving bibliometric analysis, qualitative analysis (grounded theory, content, and textual analysis) the use of digital tools and statistics. From a theoretical lens, we encounter concepts such as parallax, historical and contemporary worldviews on education and the various philosophies on the nature of the university. Within a socio-political framework, we are introduced to the nuances of national government policies and their country-based impact that is shaped by local cultural traditions in education and attitude. Despite the range of topic, context and methods, each paper demonstrates a commitment to improving educational practice, research and student or staff experience.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, the aim was to complete an investigation based on the views of pre-service teachers taking a scientific research methods course grounded on the critical features of the research-based teacher education approach. Within this scope, answers to the questions of “what are the views of pre-service teachers about (a) the outcomes provided by the research methods course, (b) the reasons for teachers to have research competencies, and (c) the professional function of scientific studies?” were sought. This research was designed with the basic qualitative research pattern. The researcher developed an interview form comprising open-ended questions to specify the views of pre-service teachers, which were the research target. To create the study group for the research, criterion sampling was chosen from the targeted sampling methods. The study was completed with 110 pre-service teachers attending the educational faculty of a state university in Turkey. A detailed analysis process was completed in four stages for the research data. Analyses were performed on statements reporting a total of 684 views. Pre-service teachers showed development in 25 subcategories classified into research competence, professional competence, and personal growth. Teachers’ need for research competency was justified based on the needs of contemporary teachers, the requirements due to the nature of the class, and ensuring the optimal conditions for effective teaching. Pre-service teachers’ views on the professional function of scientific studies were examined under five categories. These are reliable knowledge, real context, ideal practice, beyond experience, and distance from being guides. The research findings can be interpreted as the fact that teacher education practices which take the principles of the research-based teacher education approach into account have the potential to achieve the teacher qualifications targeted by this approach. Considering the potential of these qualifications to fulfill the complex and high-level expectations demanded from the teacher, it is recommended that studies be conducted on how the principles of research-based teacher education can be integrated into existing teacher education programs. Received: 17 September 2021Accepted: 20 September 2022
{"title":"Views of pre-service teachers on the research-based teacher education approach","authors":"Emel BAYRAK ÖZMUTLU","doi":"10.18543/tjhe.2199","DOIUrl":"https://doi.org/10.18543/tjhe.2199","url":null,"abstract":"In this study, the aim was to complete an investigation based on the views of pre-service teachers taking a scientific research methods course grounded on the critical features of the research-based teacher education approach. Within this scope, answers to the questions of “what are the views of pre-service teachers about (a) the outcomes provided by the research methods course, (b) the reasons for teachers to have research competencies, and (c) the professional function of scientific studies?” were sought. This research was designed with the basic qualitative research pattern. The researcher developed an interview form comprising open-ended questions to specify the views of pre-service teachers, which were the research target. To create the study group for the research, criterion sampling was chosen from the targeted sampling methods. The study was completed with 110 pre-service teachers attending the educational faculty of a state university in Turkey. A detailed analysis process was completed in four stages for the research data. Analyses were performed on statements reporting a total of 684 views. Pre-service teachers showed development in 25 subcategories classified into research competence, professional competence, and personal growth. Teachers’ need for research competency was justified based on the needs of contemporary teachers, the requirements due to the nature of the class, and ensuring the optimal conditions for effective teaching. Pre-service teachers’ views on the professional function of scientific studies were examined under five categories. These are reliable knowledge, real context, ideal practice, beyond experience, and distance from being guides. The research findings can be interpreted as the fact that teacher education practices which take the principles of the research-based teacher education approach into account have the potential to achieve the teacher qualifications targeted by this approach. Considering the potential of these qualifications to fulfill the complex and high-level expectations demanded from the teacher, it is recommended that studies be conducted on how the principles of research-based teacher education can be integrated into existing teacher education programs. \u0000Received: 17 September 2021Accepted: 20 September 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45741511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Deborah M. Gray, Jeremy T. Bond, Jessica M. Wicks, Nancy Hicks
Despite the perceived rarity of mid-semester faculty changes, there is a shortage of literature to guide administrators and faculty on best practices for handing the dilemmas associated with mid-semester faculty changes. This is particularly concerning given the uncertainty of situations like the COVID-19 global pandemic and recent research that finds that future extreme epidemics are likely to happen. This paper seeks to answer two questions (1) What can faculty and administrators do to prepare students who are experiencing a mid-semester faculty change, and (2) What procedures and processes are in place to assist the incoming faculty? Data were collected through a survey of students who had underwent a mid-semester faculty change and interviews with administrators who deal with personnel issues like this one. The data suggest faculty should first meet with students to assess their progress before jumping into an established lesson plan (the opposite of how faculty normally prepare to teach a class). Clear communication about expectations, organization of the course materials, and instructor flexibility was identified as keys to student success during a teaching disruption. These findings align with decades of research on teaching and learning. Administrators should create contingency plans that go beyond the personnel transaction and that help faculty quickly prepare for a transition that is student focused. More research is needed to identify the best administrative processes and procedures to assist faculty in a smooth transition when taking over a course mid-semester. Received: 14 September 2021Accepted: 29 September 2022
{"title":"Preparing for the unexpected in a COVID-19 world: The teaching dilemmas of a mid-semester faculty change","authors":"Deborah M. Gray, Jeremy T. Bond, Jessica M. Wicks, Nancy Hicks","doi":"10.18543/tjhe.2296","DOIUrl":"https://doi.org/10.18543/tjhe.2296","url":null,"abstract":"Despite the perceived rarity of mid-semester faculty changes, there is a shortage of literature to guide administrators and faculty on best practices for handing the dilemmas associated with mid-semester faculty changes. This is particularly concerning given the uncertainty of situations like the COVID-19 global pandemic and recent research that finds that future extreme epidemics are likely to happen. This paper seeks to answer two questions (1) What can faculty and administrators do to prepare students who are experiencing a mid-semester faculty change, and (2) What procedures and processes are in place to assist the incoming faculty? Data were collected through a survey of students who had underwent a mid-semester faculty change and interviews with administrators who deal with personnel issues like this one. The data suggest faculty should first meet with students to assess their progress before jumping into an established lesson plan (the opposite of how faculty normally prepare to teach a class). Clear communication about expectations, organization of the course materials, and instructor flexibility was identified as keys to student success during a teaching disruption. These findings align with decades of research on teaching and learning. Administrators should create contingency plans that go beyond the personnel transaction and that help faculty quickly prepare for a transition that is student focused. More research is needed to identify the best administrative processes and procedures to assist faculty in a smooth transition when taking over a course mid-semester. \u0000Received: 14 September 2021Accepted: 29 September 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48398991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has completely changed the social life as we have known so far. Lockdown-type control measures resulted in numerous limitations in the operation of public and non-public institutions as well as limitations in social, family and cultural life. The measures taken due to COVID-19 have had an immediate effect on higher education in Poland. The aim of the study was to find out what experiences were gained by students participating in distance education in Poland during the COVID-19 pandemic. The long-term study was conducted in two stages. The study included 290 participants who were studying in various types of universities in Poland. As a result of the research it was found that from the perspective of students, the biggest advantage of online education were logistical and organisational issues. The greatest limitations of online education were: absence of personal interaction with teachers and other students, difficulty in organising online classes based on students’ activity and learning-by-doing, lack of standardisation of platforms used for online education at the university, too much workload for students requiring independent learning, and risk of health problems as a consequence of too long work at the computer. In the second semester of distance education during the pandemic, there was an increase in student satisfaction with online education, mainly due to the more frequent conducting of synchronously classes The crisis caused by the COVID-19 pandemic situation initiated the educational revolution in Poland. It appears that online education will remain an integral part of Polish higher education system, but it will not replace stationary education after the pandemic. Received: 2 August 2021Accepted: 29 September 2022
{"title":"Higher education during the COVID-19 pandemic in the opinions of students in Poland","authors":"E. Mazurek","doi":"10.18543/tjhe.2172","DOIUrl":"https://doi.org/10.18543/tjhe.2172","url":null,"abstract":"The COVID-19 pandemic has completely changed the social life as we have known so far. Lockdown-type control measures resulted in numerous limitations in the operation of public and non-public institutions as well as limitations in social, family and cultural life. The measures taken due to COVID-19 have had an immediate effect on higher education in Poland. The aim of the study was to find out what experiences were gained by students participating in distance education in Poland during the COVID-19 pandemic. The long-term study was conducted in two stages. The study included 290 participants who were studying in various types of universities in Poland. As a result of the research it was found that from the perspective of students, the biggest advantage of online education were logistical and organisational issues. The greatest limitations of online education were: absence of personal interaction with teachers and other students, difficulty in organising online classes based on students’ activity and learning-by-doing, lack of standardisation of platforms used for online education at the university, too much workload for students requiring independent learning, and risk of health problems as a consequence of too long work at the computer. In the second semester of distance education during the pandemic, there was an increase in student satisfaction with online education, mainly due to the more frequent conducting of synchronously classes The crisis caused by the COVID-19 pandemic situation initiated the educational revolution in Poland. It appears that online education will remain an integral part of Polish higher education system, but it will not replace stationary education after the pandemic. \u0000Received: 2 August 2021Accepted: 29 September 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49211564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study conducted a bibliometric analysis of studies on student outcomes in higher education from 1960 to 2020, providing a bibliometric content analysis of articles based on 52 Scopus-indexed higher education journals. Bibliometric analysis methodology was used, and Preferred Reporting Items for Systematic Reviews and Meta-analyses were employed to identify and select the 2,375 articles included in the sample. The trajectory of publications over time was also analyzed, and often-cited journals, authors, articles, and co-citations were identified. The topical foci of research on student outcomes were revealed, co-occurrence analysis was performed, and keyword co-occurrence maps are presented. Limitations, interpretation, implications, and recommendations were also made on the basis of the findings. Received: 12 September 2021Accepted: 18 August 2022
{"title":"A bibliometric review of research on student outcomes in higher education 1960-2020","authors":"Ahmet Aypay, Hasan Yücel Ertem","doi":"10.18543/tjhe.2189","DOIUrl":"https://doi.org/10.18543/tjhe.2189","url":null,"abstract":"This study conducted a bibliometric analysis of studies on student outcomes in higher education from 1960 to 2020, providing a bibliometric content analysis of articles based on 52 Scopus-indexed higher education journals. Bibliometric analysis methodology was used, and Preferred Reporting Items for Systematic Reviews and Meta-analyses were employed to identify and select the 2,375 articles included in the sample. The trajectory of publications over time was also analyzed, and often-cited journals, authors, articles, and co-citations were identified. The topical foci of research on student outcomes were revealed, co-occurrence analysis was performed, and keyword co-occurrence maps are presented. Limitations, interpretation, implications, and recommendations were also made on the basis of the findings. \u0000Received: 12 September 2021Accepted: 18 August 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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